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491.
Ayla Barutchu Joanne M. Fifer Mohit N. Shivdasani Sheila G. Crewther Antonio G. Paolini 《Child development》2020,91(2):620-637
This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood. 相似文献
492.
English language abstract not available at time of publication. 相似文献
493.
Se revisan aquí las funciones que tiene el título de un texto y se propone un modelo de “instrucción razonada” en tres fases para que el adiestramiento en titulación constituya una nueva vía para mejorar la comprensión lectora. 相似文献
494.
495.
Jaider Vega-Jurado Antonio Gutiérrez-Gracia Liney Manjarrés-Henríquez 《Research Policy》2008,37(4):616-632
In this article we analyse the effect of factors external and internal to the firm, on product innovation novelty, and how this effect varies by industry. We estimate three econometric models to determine the individual effects of these factors, their joint explanatory power and the effects of interactions among them. The analysis is based on a sample of 6094 manufacturing firms, taken from the Spanish Survey of Technological Innovation 2000. The results indicate that the firm's technological competences, derived from in-house R&D, are the main determinant of product innovation. They also suggest that in the presence of high levels of such competences, the technological opportunities deriving from non-industry agents become less important as determinants of innovation. We show that the determinants of innovation vary depending on the industrial sector and the degree of novelty of the product developed. 相似文献
496.
ResumenEste artículo ofrece una discusión sobre las posibles causas que pueden explicar por qué el desarrollo cognitivo de los ciegos presenta retrasos importantes en el período de las operaciones concretas, mientras que no presenta diferencias respecto a los videntes en tareas de tipo proposicional. Para ello se examinan tres posibles explicaciones: la influencia del modo de escolarización, las características del tacto y la remediación verbal. Se acaba concluyendo que estas dos últimas hipótesis son las que ofrecen una explicación más convincente. Los datos que aquí se aportan pare?en sostener la hipótesis dual sobre la representación de la información en la memoria. 相似文献
497.
Gil-Pérez Daniel Guisasola Jenaro Moreno Antonio Cachapuz Antonio Pessoa De Carvalho Anna M. Martínez Torregrosa Joaquín Salinas Julia Valdés Pablo González Eduardo Gené Duch Anna Dumas-Carré Andrée Tricárico Hugo Gallego Rómulo 《Science & Education》2002,11(6):557-571
After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge. 相似文献
498.
Valle Antonio Cabanach Ramón G. Núñez José C. González-Pienda Julio Rodríguez Susana Piñeiro Isabel 《Research in higher education》2003,44(5):557-580
The principal aim of this research is to contrast empirically a hypothetical model developed on the basis of the fundamental assumptions of current self-regulated learning models. In line with evaluation criteria of model fit, a high rate of congruence between the hypothesized theoretical model and the empirical data was observed. Analysis of the effects between the variables of the model revealed the following relevant aspects: students' predisposition to feel responsible for the results of their academic behavior (internal attribution) is related to positive self-image (academic self-concept), both being important conditions for development of learning-oriented motivation (learning goals). All of this involves selection and use of learning strategies for deep information processing (deep learning strategies), which leads students to assume responsibility with high levels of persistence, perseverance, and tenacity so as to achieve goals defined by the motivational orientation. This persistence and effort to achieve the proposed goals has in turn a positive and significant effect on academic achievement. 相似文献
499.
José Antonio Rodríguez-Martínez José Antonio González-Calero Javier del Olmo-Muñoz David Arnau Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.
Practitioner notes
What is already known about this topic- Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
- Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
- Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
- There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
- Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
- Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
- Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
- Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
- Researchers should continue exploring these potentially beneficial educational implementations in other areas.